Fast-tracking eLearning to mainstream marine studies at tertiary institutes Richard Knight University of the Western Cape Jansie Niehaus Depart. of Science.

Fast-tracking eLearning to Fast-tracking eLearning to mainstream marine studies at mainstream marine studies at

tertiary institutestertiary institutes

Richard Knight

University of the Western Cape

Jansie Niehaus

Depart. of Science & Technology

Laurie Barwell

Martie van Deventer

Althea Adey

Environmentek, CSIR

Problems of deploying eLearningProblems of deploying eLearning

The use of the Internet for providing training in The use of the Internet for providing training in environmental management is neither new nor novel, environmental management is neither new nor novel,

Tertiary Institutes still largely teach

without using eLearning

Tertiary Institutes still largely teach

without using eLearning

Most Tertiary Institutes have

eLearningstrategies

Most Tertiary Institutes have

eLearningstrategies

Successful and widespread deployment of

true eLearning remains elusive

Ecological Informatics

Many eLearning solutions

in the Market Place

Many eLearning solutions

in the Market Place

Problems of deploying eLearning /continuedProblems of deploying eLearning /continued

Where eLearning has been deployed, it usually remains Where eLearning has been deployed, it usually remains little more than electronic versions of conventional little more than electronic versions of conventional

lecture notes with minimal learner interactions. lecture notes with minimal learner interactions.

Initiated a one year Distance-based curriculum in Ecological Informatics at UWC in combination with

various public agencies

Initiated a one year Distance-based curriculum in Ecological Informatics at UWC in combination with

various public agencies

What are the barriers to adopting eLearning?What are the barriers to adopting eLearning?

Our experience: use a more pragmatic approach to the tools deployed and

variety in their implementation

Our experience: use a more pragmatic approach to the tools deployed and

variety in their implementation

What is NISL-EI?What is NISL-EI?

Its an Honours-level Learnership delivered using Its an Honours-level Learnership delivered using distance-based resources and through a cooperation of distance-based resources and through a cooperation of University and public sector organizations. CSIR is the University and public sector organizations. CSIR is the

managing agent and UWC does curriculum certification. managing agent and UWC does curriculum certification.

National Information Society National Information Society Learnership in Ecological InformaticsLearnership in Ecological Informatics

Information Systems Management

Information Systems Management

Environmental Management

Practice

Environmental Management

Practice

Societal IssuesSocietal Issues

• GIS• Remote Sensing• Open-Source tools

• IEM & Tools for Sust. Dev.• Conservation Planning• Env. Resource Economics• Policy Development

• Conservation Biology• Climate Change• Sustainable Livelihoods• Invasion Biology

IntegratedCoastal

AreaManagement

CONSTRUCTIONISMCONSTRUCTIONISM

• People actively construct new knowledge as they interact with their environment

• Knowledge cannot be "transmitted" by reading/listening

• Learning is effective when constructing something for others to experience

At the onset a “Social Constructionist At the onset a “Social Constructionist Pedagogy was deployed for NISL-EI courses”Pedagogy was deployed for NISL-EI courses”

SOCIAL CONSTRUCTIONISMSOCIAL CONSTRUCTIONISM

• Social group constructing things for one another, collaboratively creating a small culture of shared artifacts

• Knowledge is progressively strengthened with exposure

How does one do this How does one do this for Distance Learning?for Distance Learning?

Selection of LearnersSelection of Learners

The identical course was also delivered to UWC full-time-students with opportunities for face to face communication

Candidates with Degrees in the Natural Sciences

Identified from a register (Department of Trade and Industry)

All but one came from an HBU (Historically Black University)

Tape Interviews at CSIR (Pretoria)

All Candidates were Black and 50% were Female

Majority had neither Biology nor the normal 60% entrance requirement

No face to face instruction

How has NISL-EI changed our Teaching?How has NISL-EI changed our Teaching?

Lesson 1 Lesson 1

Simply putting up text electronically is ineffectual. Most people will not read copious notes on a screen!

Use of a “Voice Over” greatly increases learner’s attentiveness since it requires the use of a “headset” and exclusion of external stimuli.

Lesson 2Lesson 2

Getting specialist people to contribute is easy, provided it is not open-ended

Getting learners to contribute to a discussion forum and construct “knowledge” that is MEANINGFULL to the group is the challenge!

Structure of a typical NISL courseStructure of a typical NISL course

Assignments & Assessments

Summarize ONE out of choice of research papers summarizing it as a narrated Power Point to use as additional lecture material

Model a species distribution or an impact of development on an ecosystem

Contribution to a Discussion Forum

Multiple Choice Self Quizzes

Multiple Choice Tests

Lectures

Divided into 12 Chapters

Power Points were narrated & converted to Flash content

Presentations are searchable by keyword & thumbnail

Used Interactive exercises

AVGAVG

Learners 64%

Students 55%

How they did? Learners vs. StudentsHow they did? Learners vs. Students

Learners did better with the more technically-related assignments such as the

expert systems

Learners did better with the more technically-related assignments such as the

expert systems

Studentsdid better on the more language related assignmentse.g. DiscussionForum

0

10

20

30

40

50

60

70

80

90

100Overall Course MarksOverall Course Marks

Explaining the gap: Learners vs StudentsExplaining the gap: Learners vs Students

Learners 72%

Students 55%

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6

Performance in the QuizPerformance in the Quiz

Learners were at a disadvantage due to being the first to do the course –major implication was the discussion forum

Learners did use headphones for instruction and worked under supervised conditions of employment (8h00~16h15)

Learners had the advantage of having done courses such as GIS first (so Computer Skills are better)

Learners had better grasp of the content (see optional quiz marks)

Learners language skill were the downfall

In their own words how did Learners respond to using In their own words how did Learners respond to using Social Constructionism for the NISL-EI courses?Social Constructionism for the NISL-EI courses?

I could contribute!

I enjoyed the Expert

System

NISL-EINISL-EI

EvaluationEvaluation

I would like to become an Instructional

Designer!

The response The response by UWC by UWC studentsstudentswas less was less enthusiasticenthusiastic

Conclusions and the futureConclusions and the future

The Learnership programme is successful and the design of curriculum largely right.

The distance learners appear to have enjoyed the course more than our students

The honours students need a structured time-table and work in a more office-like environment

The workplace is a good environment to advance learning and discipline

DST is to fund NISL-EI2

50 learners to be identified

Laptops and Internet subscription

5 regional centres across SA

Need a Learning Management System to track learner performance

CSIR is implementing the training design of NISL-EI1